I feel that my unit provides student empowerment by allowing them to have choice and an identity. In the colony creation project the students get to choose their government, laws, and the type of area they live in. By giving them choice they take ownership in the project and it will mean more to the student. In my unit about the Constitutional Convention the student has to play the part of a delegate at the convention. By having them write a summary about the delegate and watch a video about the convention where they have to identify their character and how they acted. By having them do this they identify with the character and in a way become that character.
Theme: Conflict Essential Question: Does conflict produce change?
Week 1
Generalization: Every action has consequences. Concept: Racism
Facts: European colonists land in the new world and change the physical landscape of the world. Activity: I will break the students up into their own colonies and they will have to decide how to govern themselves and how to deal with native populations.
Week 2
Generalization: Ideas are shaped and molded from the actions and beliefs of others. Concept: Freedom Facts: Constitutional Convention Activity: Each student will be given a delegate that was a part of the Constitutional Convention, they will write a summary about their character. We will then watch a movie about the Constitutional Convention and they will take notes about their specific character and what that did during the movie.
Week 3
Generalization: Be the change you want to see in the world. Concept: Compromise Facts: Treaty of Paris 1783 Activity: Students will watch a video in the Treaty of Paris and will focus why it took so long to come to an agreement with England and how the treaty affected the new United States.
Literacy Strategies:
1) Clustering: For each key term or word for each week. This will be a useful before activity to gain student knowledge about a topic. 2) K-W-L chart: Will be using before, during, and at the end of each unit.
Activity Breakdown
Week 1 Strand 1 Concept 3 Performance Objective 1 (European Colonists on Native lands) Students will be given background information (via power point) on how the European colonists came to the new world and why they did so. After this is done the students will be broken into groups and will be given their own colony. Each group will be required to say where they would live (flat land, forest, swamp, or mountains) and why, what kind of government would they be and why, how would they make laws and why. The groups must have at least 3 laws on how they would deal with native peoples that are near them. Each group will need to provide a picture of their colony keeping in mind of where they choose to live. Each group will present their colony to their classmates.
Week 2 Strand 1 Concept 4 Performance Objective 4 (Constitutional Convention) Students will be given a delegate that attended the Constitutional Convention. They will be required to write a paragraph summary about their delegate making sure to include: the state they represent, their views on the Constitution, and how they voted on the Constitution. Then we do a mix to the music with 3 stops where a student pairs up with another delegate and writes down 3 bullet points for each delegate identifying what is important about each delegate. Then as a class we will watch “A More Perfect Union” a movie about the constitutional convention that has each delegate in it. The students will identify their delegate in the movie and take notes on how they act and feel about the constitution. Based on what they have learned about their specific delegate we will reenact the Constitutional Convention in class.
Week 3 Strand 1 Concept 4 Performance Objective 3 (Treaty of Paris 1783) The students will be shown a power point giving them background information about the treaty and how it came to be signed. Students will be required to take notes on the power point using the already taught Cornel note taking strategy. Using these notes the students will watch a video (American Revolution dvd, last one of the set) so they can actually see why the treaty was difficult to achieve and why it took so long after the end of the Revolutionary War. Based on what they saw in the movie and their own opinions the students will write down what could have made the Treaty of Paris be signed faster.
Calendar
Week 1 Monday: The K of the K-W-L chart to find out what the students know about the colonies and Native Americans. Tuesday: The W part of the K-W-L chat to find out what the students want to know about the colonies and Native Americans. Introduce the colony project and fully explain the rubric. Show power point giving students background information. Wednesday: Introduce the different types of government the students that they can use for their colonies. Introduce what a law is and why they are important. Thursday: Time in class to work on colony. Friday: Present Colonies to the classroom. Finish L part of K-W-L chart.
Week 2 Monday: Use clustering to gauge classroom meaning on “Delegate” and “the Constitution” classroom discussion to make sure all students understand these key vocabulary terms. Show power point giving students background information. Tuesday: Give students their delegate sheets and have them read them and write their summary. Wednesday: Have students meet 3 other delegates and write down 3 key points about them. Start dvd. Thursday: Finish dvd, introduce reenactment. Friday: Constitutional Convention reenactment.
Week 3 Monday: The K part of the K-W-L chart to gauge student knowledge about the Treaty of Paris. Background information power point. Tuesday: W part of the K-W-L chart, Reinforce Cornel notes, start dvd. Wednesday: Finish dvd. Thursday: The L part of the K-W-L chart, classroom discussion. Friday: Written assessment; how would you have made the Treaty of Paris be achieved faster.
Empowerment:
I feel that my unit provides student empowerment by allowing them to have choice and an identity. In the colony creation project the students get to choose their government, laws, and the type of area they live in. By giving them choice they take ownership in the project and it will mean more to the student. In my unit about the Constitutional Convention the student has to play the part of a delegate at the convention. By having them write a summary about the delegate and watch a video about the convention where they have to identify their character and how they acted. By having them do this they identify with the character and in a way become that character.Theme: Conflict
Essential Question: Does conflict produce change?
Week 1
Generalization: Every action has consequences.Concept: Racism
Facts: European colonists land in the new world and change the physical landscape of the world.
Activity: I will break the students up into their own colonies and they will have to decide how to govern themselves and how to deal with native populations.
Week 2
Generalization: Ideas are shaped and molded from the actions and beliefs of others.Concept: Freedom
Facts: Constitutional Convention
Activity: Each student will be given a delegate that was a part of the Constitutional Convention, they will write a summary about their character. We will then watch a movie about the Constitutional Convention and they will take notes about their specific character and what that did during the movie.
Week 3
Generalization: Be the change you want to see in the world.Concept: Compromise
Facts: Treaty of Paris 1783
Activity: Students will watch a video in the Treaty of Paris and will focus why it took so long to come to an agreement with England and how the treaty affected the new United States.
Literacy Strategies:
1) Clustering: For each key term or word for each week. This will be a useful before activity to gain student knowledge about a topic.2) K-W-L chart: Will be using before, during, and at the end of each unit.
Activity Breakdown
Week 1Strand 1 Concept 3 Performance Objective 1 (European Colonists on Native lands)
Students will be given background information (via power point) on how the European colonists came to the new world and why they did so. After this is done the students will be broken into groups and will be given their own colony. Each group will be required to say where they would live (flat land, forest, swamp, or mountains) and why, what kind of government would they be and why, how would they make laws and why. The groups must have at least 3 laws on how they would deal with native peoples that are near them. Each group will need to provide a picture of their colony keeping in mind of where they choose to live. Each group will present their colony to their classmates.
Week 2
Strand 1 Concept 4 Performance Objective 4 (Constitutional Convention)
Students will be given a delegate that attended the Constitutional Convention. They will be required to write a paragraph summary about their delegate making sure to include: the state they represent, their views on the Constitution, and how they voted on the Constitution. Then we do a mix to the music with 3 stops where a student pairs up with another delegate and writes down 3 bullet points for each delegate identifying what is important about each delegate. Then as a class we will watch “A More Perfect Union” a movie about the constitutional convention that has each delegate in it. The students will identify their delegate in the movie and take notes on how they act and feel about the constitution. Based on what they have learned about their specific delegate we will reenact the Constitutional Convention in class.
Week 3
Strand 1 Concept 4 Performance Objective 3 (Treaty of Paris 1783)
The students will be shown a power point giving them background information about the treaty and how it came to be signed. Students will be required to take notes on the power point using the already taught Cornel note taking strategy. Using these notes the students will watch a video (American Revolution dvd, last one of the set) so they can actually see why the treaty was difficult to achieve and why it took so long after the end of the Revolutionary War. Based on what they saw in the movie and their own opinions the students will write down what could have made the Treaty of Paris be signed faster.
Calendar
Week 1Monday: The K of the K-W-L chart to find out what the students know about the colonies and Native Americans.
Tuesday: The W part of the K-W-L chat to find out what the students want to know about the colonies and Native Americans. Introduce the colony project and fully explain the rubric. Show power point giving students background information.
Wednesday: Introduce the different types of government the students that they can use for their colonies. Introduce what a law is and why they are important.
Thursday: Time in class to work on colony.
Friday: Present Colonies to the classroom. Finish L part of K-W-L chart.
Week 2
Monday: Use clustering to gauge classroom meaning on “Delegate” and “the Constitution” classroom discussion to make sure all students understand these key vocabulary terms. Show power point giving students background information.
Tuesday: Give students their delegate sheets and have them read them and write their summary.
Wednesday: Have students meet 3 other delegates and write down 3 key points about them. Start dvd.
Thursday: Finish dvd, introduce reenactment.
Friday: Constitutional Convention reenactment.
Week 3
Monday: The K part of the K-W-L chart to gauge student knowledge about the Treaty of Paris. Background information power point.
Tuesday: W part of the K-W-L chart, Reinforce Cornel notes, start dvd.
Wednesday: Finish dvd.
Thursday: The L part of the K-W-L chart, classroom discussion.
Friday: Written assessment; how would you have made the Treaty of Paris be achieved faster.